How do we learn? Why do some people learn faster than others? How important are role models in shaping behaviour?
This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Students study the neural basis of learning, and examine different types of learning: classical conditioning, operant conditioning, observational learning, one-trial learning, trial and error learning, insight learning and latent learning. Behaviour not dependent on learning is also explored.
As you analyse and evaluate the contribution that classic and contemporary studies have made to this field of study, they consider the techniques used to gather data and the associated ethical implications. Students apply appropriate methods of psychological research and ethical principles when undertaking their own research investigations.
Outcome 1
On completion of this unit you should be able to explain the neural basis of learning, and compare and contrast different theories of learning and their applications. Key Knowledge:
applications of, and comparisons of, learning theories:
classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditioned stimuli; unconditioned and conditioned responses
applications of classic al conditioning: graduated exposure, aversion therapy, flooding
three-phase model of operant conditioning as informed by B.F. Skinner: positive and negative reinforcement, response cost, punishment and schedules of reinforcement
applications of operant conditioning: shaping, token economies
comparisons of classical and operant conditioning in terms of the processes of acquisition, extinction, stimulus generalisation, stimulus discrimination, spontaneous recovery, role of learner, timing of stimulus and response, and nature of response (reflexive/voluntary)
one-trial learning with reference to taste aversion as informed by John Garcia and Robert A.Koelling (1966)
trial-and-error learning as informed by Edward Lee Thorndike’s puzzle-box experiment
observational learning (modelling) processes in terms of the role of attention, retention,
reproduction, motivation, reinforcement as informed by Albert Bandura’s (1961, 1963a, 1963b)
experiments with children
insight learning as informed by Wolfgang Kőhler
latent learning as informed by Edward Tolman
the extent to which ethical principles were applied to classic research investigations into learning
including John Watson’s ‘Little Albert’ experiment
research methods and ethical principles associated with the study of learning, as outlined in the
introduction to the unit.
How do we learn? Why do some people learn faster than others? How important are role models in shaping behaviour?
This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Students study the neural basis of learning, and examine different types of learning: classical conditioning, operant conditioning, observational learning, one-trial learning, trial and error learning, insight learning and latent learning. Behaviour not dependent on learning is also explored.
As you analyse and evaluate the contribution that classic and contemporary studies have made to this field of study, they consider the techniques used to gather data and the associated ethical implications. Students apply appropriate methods of psychological research and ethical principles when undertaking their own research investigations.
Outcome 1
On completion of this unit you should be able to explain the neural basis of learning, and compare and contrast different theories of learning and their applications.
Key Knowledge:
reproduction, motivation, reinforcement as informed by Albert Bandura’s (1961, 1963a, 1963b)
experiments with children
including John Watson’s ‘Little Albert’ experiment
introduction to the unit.